Sun angle calculator

A circular computer and system is disclosed for determining the sun angle relative to the horizon from any given place and at any time. The computer includes transparent, rotatably mounted discs on both sides of the circular disc member. Printed on one side of the circular disc member are outer and inner circular sets of indicia respectively representative of site longitude and Greenwich Mean Time. Printed on an associated one of the rotatable discs is a set of indicia representative of Solar Time. Printed on the other side of the circular disc member are parallel lines representative of latitude between diametral representations of North and South poles. Elliptical lines extending between the North and South poles are proportionally disposed on the surface to scale Solar Time in hours

2022 Using father-mediated intervention to increase responsive parental behaviors and child communication in children with autism spectrum disorder: A pilot study

OBJECTIVES/SPECIFIC AIMS: Although parent involvement is recognized as an integral autism intervention component, and two-thirds of children are currently raised in 2-parent families, the majority of ASD parent research to date has focused on mother-implemented interventions, and fathers have been largely overlooked. However, fathers use interaction styles and language models that are different from mothers and may benefit children with ASD in unique ways. Thus there is a critical need in the field to expand our understanding of the potential contributions of various caregivers to communication outcomes. This investigation aimed to address this void in the research literature and contribute to clinical practice by including fathers in parent-implemented intervention, and adapting parent-implemented autism intervention to fit paternal interaction and communication styles. Specifically, this pilot study investigated the effects of a father-mediated intervention on parent use of responsive verbal and play strategies. Distal effects on child communication and pre-post changes in parental stress levels were also investigated. METHODS/STUDY POPULATION: A single subject, multiple baselines across strategies experiment was conducted with one dyad (i.e., father, child with ASD). In-home father coaching sessions were delivered weekly, targeting 4 responsive strategies (i.e., follow-in comments, follow-in directives, symbolic object play, rough-tumble play). Single subject designs are particularly suitable for autism interventions, as they allow for experimental control with participants who are from heterogeneous populations (McReynolds and Kearn, 1983). Child participant was 3 years, 1 month at the start of intervention and had previously received a received community diagnosis of ASD by a psychologist. Throughout the duration of the study, the child participant attended part-day community-based day care and received 20 hours per week of Applied Behavioral Analysis intervention both in-home and community daycare, as well as occupational therapy and speech-language therapy for 1 hour per week. The participating father was a biological parent who resided with the child continuously since birth. In addition, the father had no other formal parent training in communication intervention before participating. RESULTS/ANTICIPATED RESULTS: The results of the father-implemented intervention program yielded positive results for both father and child participant. The father quickly achieved a high level of competency using 3 of the 4 targeted strategies (i.e., follow-in comments, follow-in directives, and rough-and-tumble/physical play). Follow-in comments were used more frequently than follow-in directives and rough-and-tumble play strategies were used more frequently than symbolic play. Child use of single words increased over baseline and beginning use of multiword utterances was documented. Pre-post changes in parental stress for participating father and his spouse were not significant, however patterns of change across Parental Stress Index subscales scores were noted. DISCUSSION/SIGNIFICANCE OF IMPACT: This pilot investigation provided information regarding the treatment efficacy of a clinically relevant instructional program designed to enhance fathers’ ability to use responsive strategies to increase communicative acts or children with ASD. The results of this investigation advance clinical practice in the ASD field by providing intervention data relating to the efficacy of father-implemented instructional programs on child communication goals

Effectiveness of an evidence based cognitive behavioral therapy program (Creating Opportunities for Personal Empowerment [COPE]) to improve childhood mental health outcomes in a private school.

Background: When mental health issues are left untreated in children, there is an increased risk for poor school performance, substance abuse, and missing essential experiences in life. School-based cognitive-behavioral therapy programs improve negative emotions, increase student positive experiences, increase coping skills knowledge, and provide adequate resources for effective mental health management of symptoms. School-based -behavioral therapy programs improve childhood mental health outcomes and promote coping skills utilization amongst pediatric populations. Purpose: To implement Creating Opportunities for Personal Empowerment (COPE) a cognitive behavioral therapy program in a private school-based setting to assist children in obtaining optimal mental health outcomes. Methods: Seven virtual sessions via Zoom utilizing student manuals, online modules, and PowerPoint integrated into the existing assembly class time. The educational sessions included information about mental health, increasing positive mental health behaviors, coping skills, reducing negative thoughts, problem solving, and communication. A pre/post-test design was selected to explore the relationship between increased COPE knowledge/ coping skill utilization and achievement of mental health goals at baseline and 4-week follow-up. Results: COPE knowledge increased for 70% of participants at follow-up. The mean COPE knowledge score amongst participants (n=10) at preintervention and post-intervention were 2.5 and 3.5, respectively. Coping skill utilization increased for 60% of participants\u27 follow-up. The mean coping skill utilization score at preintervention and post-intervention were 3.0 and 3.10 respectively. All the participants indicated they met their initial mental health goal at follow-up. Discussion: There is enough evidence to conclude that school-based cognitive behavioral therapy programs such as COPE improve childhood mental health outcomes. The results did reveal increased cope knowledge, coping skill utilization, new coping skill identification, and mental health goal attainment

Student Perspectives on Learning Language Sample Analysis Using LENA

Language sample analysis (LSA) is valuable clinical tool and an important component of comprehensive language assessment. However, LSA is underutilized in real-world practice. SLPs have identified time constraints, insufficient training, and lack of confidence in LSA skills as barriers to regular LSA implementation. Communication science and disorders (CSD) programs have opportunities to provide LSA instruction to address these barriers and prepare students to reliably, feasibly, and confidently use LSA in clinical practice. This pilot study examined CSD students’ perspectives on LSA instruction using the Language ENvironment Analysis System (LENA). Undergraduate students (n = 38) completed a series of two electronic surveys prior to and following LSA instruction using LENA. Changes in students’ self-ratings of knowledge and skills in collecting and analyzing language samples, attitudes towards studying LSA and child language development, and critical thinking skills were assessed. Significantly higher student ratings were found for all items measuring language sampling knowledge and skills following digital LSA instruction compared to baseline. In addition, student ratings of enthusiasm for and confidence in studying LSA and child language development were also significantly higher. Students’ self-ratings of critical thinking skills did not increase significantly following instruction in digital LSA. Implications for LSA teaching and learning are discussed

Father communication coaching for children with autism spectrum disorder: A single-subject study

Background and aims: Parent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father’s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated. Methods: A single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder). Results: Results showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child’s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre–post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains. Conclusions and implications: Findings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers’ use of responsive strategies and increase social communication skills for children with autism spectrum disorder

Criteria for the Removal of Children with Serious Emotional Disturbance From the Public School System

Over the last decade, educators, administrators, and parents have become increasingly concerned regarding the identification and appropriate placement of children with serious emotional disturbance. These special individuals need a variety of services to enable them to function at their greatest level in the school system and in the community. The literature suggests that there are differences in the availability of programs in various school divisions and communities which may contribute to a child being prematurely placed in a residential treatment facility. Through surveying members of eligibility committees in various areas of the state, both urban and rural, this study has discovered that professionals in rural school divisions were more likely to refer a child for placement as well as to score the child as having more severe behavior problems than the professionals in the urban school divisions